,
Summary:
Presentor, Lisa Parisi, encourages teachers to "stop being the expert" during project learning activites and watch the kids take charge of their experience as the"experts".
Parisi acknowledges the problems of project based learning - noise, messiness, clutter, etc. and details a plan for an effective PBL activity without the typical hassels. She advises:
Adequate planning to have all facets of the experience covered and all students remaining involved
Developing a rubric which details specific behaviors, expectations, and procedures for the activity. The rubric is used for both an evaluative tool and as a guide for the project process.
Keeping the project simple is the next management tool Parisi explains. Each student or group in the class should do the same thing - i.e. a podcast or a a voice thread...)
Keeping a "Tool Kit List" or a file of the tools used for each project, as well as the students who have become extremely proficient in certain tool skills is very important. "That way, the teacher is not called on as the expert all the time and is free to assist and facilitate in other ways. Also, other students/"experts" gain confidence as leaders, and the students who need help are more apt to seek help from their peers.
This appears to be a strategy most teachers would find helpful, and I believe they would use it over and over after the initial success of the PBL activity.
Questions- In an Art class setting, how often would this type activity take place? Daily for a week or two? A couple of times a week for a semster? Material storage and project storage over a period of days/weeks is one concern that comes to mind.
Personal Gains-
This presentation encouraged me to relax and let the students be in charge. I don't have to be at the center of every classroom activity.Both the students and I need to be at ease with working collaboratively to achieve a successful outcome. The rubric for this sort od activity makes me much more comfortable than just giving the students a plan and letting them totally self-direct a project. The rubric will help groups stay focused on a common goal. and help the teacher to stay current on the group's progress.
Application:
I would like to have a Wiki set up for each student to keep a photo journal/portfolio of their work which could be edited and added to throughout the year as major projects of art work are completed. Students would set up their own file on a school network and document their completed work by photographing it - downloading the photos to the network for storage. The photos and comments could be added to the wiki and published at specified intervals for evaluation purposes, and for sharing with invited guests to the WIKI. Taking this a step further, certain student work might be selected to be featured in a Gallery of sorts on a Wiki the teacher maintains. Another idea is for students to develop a toolkit of art techniques and specific media "tricks" to share from semester to semester and year to year.
Session 5 "Oh the Possibilities"
Strand - Kicking It Up A Notch (2008)
URL - http://k12onlineconference.org/?p=333
,
Summary:
Presentor, Lisa Parisi, encourages teachers to "stop being the expert" during project learning activites and watch the kids take charge of their experience as the"experts".
Parisi acknowledges the problems of project based learning - noise, messiness, clutter, etc. and details a plan for an effective PBL activity without the typical hassels. She advises:
- Adequate planning to have all facets of the experience covered and all students remaining involved
- Developing a rubric which details specific behaviors, expectations, and procedures for the activity. The rubric is used for both an evaluative tool and as a guide for the project process.
- Keeping the project simple is the next management tool Parisi explains. Each student or group in the class should do the same thing - i.e. a podcast or a a voice thread...)
- Keeping a "Tool Kit List" or a file of the tools used for each project, as well as the students who have become extremely proficient in certain tool skills is very important. "That way, the teacher is not called on as the expert all the time and is free to assist and facilitate in other ways. Also, other students/"experts" gain confidence as leaders, and the students who need help are more apt to seek help from their peers.
This appears to be a strategy most teachers would find helpful, and I believe they would use it over and over after the initial success of the PBL activity.Questions- In an Art class setting, how often would this type activity take place? Daily for a week or two? A couple of times a week for a semster? Material storage and project storage over a period of days/weeks is one concern that comes to mind.
Personal Gains-
This presentation encouraged me to relax and let the students be in charge. I don't have to be at the center of every classroom activity.Both the students and I need to be at ease with working collaboratively to achieve a successful outcome. The rubric for this sort od activity makes me much more comfortable than just giving the students a plan and letting them totally self-direct a project. The rubric will help groups stay focused on a common goal. and help the teacher to stay current on the group's progress.
Application:
I would like to have a Wiki set up for each student to keep a photo journal/portfolio of their work which could be edited and added to throughout the year as major projects of art work are completed. Students would set up their own file on a school network and document their completed work by photographing it - downloading the photos to the network for storage. The photos and comments could be added to the wiki and published at specified intervals for evaluation purposes, and for sharing with invited guests to the WIKI. Taking this a step further, certain student work might be selected to be featured in a Gallery of sorts on a Wiki the teacher maintains. Another idea is for students to develop a toolkit of art techniques and specific media "tricks" to share from semester to semester and year to year.